Pedagogical Competencies to Favorably Influence the Emotional Development of Older Transitional Kindergarten Children

Abstract

Introduction: Early childhood education faces socio-emotional demands, with emotional education being a particularly important area of study for the development of satisfaction, self-regulation, and attachment. However, children aged five to six years exhibit certain difficulties in empathy, emotional expression, and conflict resolution, compounded by gaps in teacher training. The objective of this research was to analyze professional competencies for promoting and strengthening emotional development in the upper transition year (Kindergarten). Materials and Methods: The research was conducted using a qualitative, naturalistic, and interpretive approach, with an exploratory-descriptive, non-experimental, and cross-sectional design, at Colegio San Agustín (Antofagasta). Three educators (including a coordinator) were interviewed using a semi-structured questionnaire (9 questions). Informed consent was obtained and the anonymity and confidentiality of the participants' data were guaranteed. Results: According to the categories regarding the importance of emotional education, the teacher's role, and theoretical knowledge, educators emphasize that the absence of these competencies affects relationships and coexistence. Furthermore, those interviewed indicate that, in the case of early childhood education professionals, certain key competencies must be developed, such as reflective practice, ongoing professional development, connection and support, effective communication, flexibility, empathy, and emotional self-awareness. Discussion: The triangulation of information suggests a certain gap between discourse and practice, with interventions being more reactive than planned, thus requiring greater theoretical grounding. Conclusions: The existing gap between children's needs and teaching resources is confirmed. Intentional, continuous, and institutionalized mediation is also required, along with contributions to initial and ongoing teacher training.